Upper Division

Basic concepts of probability theory and statistical inference. A knowledge of calculus is not required. (Those who have completed MATH 341 or 361 may not enroll in this course for credit, and no student may receive credit for more than one 200-level statistics course, including credit for more than one of the following courses: BIOL 250, ECON 205, GEOG 278, MATH 242, MATH 262, PLSC 251, PSYC 250, SOCL 211.)  Not offered on a regular basis.

Data presentation, descriptive statistical analysis, and basic inferential techniques. Theoretical and methodological issues, as well as statistical applications, are studied. Students are trained to develop quantitative analysis skills and an ability to use statistics in social science disciplines and day-to-day life.

(Offered under the subjects PSYC and CDEV) Basic principles of human development as they apply to infancy, childhood, and adolescence. Discussion of current developmental research and applications. 

Students with disabilities are members of school communities around the nation and must be educated to the extent possible with their peers. Special education theory, pedagogy, legislation, public policy, and advocacy related to the education and inclusion of students with special needs into the least restrictive environment are introduced. Eligibility categories in special education, characteristics of students with disabilities, and implications for teaching are discussed.

Adaptive and maladaptive processes throughout life span with emphasis on etiology, development, and adjustment of emotional, psychological, and physical disorders. Directed experience with special needs individuals and their families with focus on inclusion. 


 

Course provides an overview of the field of special education. It includes such topics as 1) identification; 2) placement; 3) programming; 4) inclusion; 5) advocacy; and other topics relating to individuals with disabilities, and gifted and talented individuals. The course examines the various philosophical views of exceptionality.

Introduction to qualitative research methods and their philosophical underpinnings. The focus will be on theoretical, methodological, and ethical issues in studying human learning and developmental processes from interpretive and social constructivist perspectives. Attention given to methodological strategies used to document and analyze learning and development in context. Strategies include participant-observation field notes, interviews, audio/video recordings, documents, and artifacts, with implications for theory, policy, and practice.

This course focuses on the development of the individual from conception to death. Major developmental theories, milestones, processes, and influences are covered. Research findings that bear on these topics are examined. Growth and development are viewed as products of interacting biological, psychological, and social factors. The risks and opportunities in the developing person’s social environment as well as the application of theories and research findings are emphasized.

An introductory survey of the nature, needs, and education of K–12 children with exceptionalities. Covers the categories and characteristics of exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.

Uses readings, discussions, naturalistic observations, and "virtual" children to understand the different ways children develop - physically, cognitively, social-emotionally, in language and literacy, and in approaches to learning - during early childhood, the interplay between each of these domains and the environmental context, and the theories about the developmental mechanisms underlying these changes.